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Perspectives on communicative competence with special reference to initiation school curriculum terms/names

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dc.contributor.author Ladzani, Kanakan Y.
dc.contributor.author Sengani, Thomas,M.
dc.date.accessioned 2012-06-28T13:13:59Z
dc.date.available 2012-06-28T13:13:59Z
dc.date.issued 2011
dc.identifier.citation Ladzani,Kanakan;Sengani,Thomas,M.2011.Perspectives on communicative competence with special reference to initiation school curriculum terms/names.Southern African Journal for Folklore Studies.vol.21,no.2,pp.152-165. en
dc.identifier.issn 1016-8427
dc.identifier.uri http://hdl.handle.net/10500/5930
dc.description.abstract TshivenQa initiation 'school' language is expressed through everyday terms/names which although coded <:~nd closed-up, are able to distinguish between the various levels or stages of this socio·cultural and educational development. The terms/names refer to traditional games and ritu<lls that are performed at royal courts and enclosures. Somehow some European scholars perceive them as but mere entertainment and backward rituals. The purpose of this paper is to demonstrate how communicative competence in the TshivenQa initiation school curriculum names is better explicable through the ethnography of communication. This theory will be linked with grammaticalisation through which the coded names are parsed or opened·up and built up in terms of grammatical competence to further illustrate that, in addition to their informative and educative fu11ctions in children's curriculum development from early childhood to adulthood in VhavenQa society, the terms/names are also characterised by communicative competence so that they can at all times be communicable. en
dc.language.iso en en
dc.publisher SOUTHERN AFRICAN FOLKLORE SOCIETY(SAFOS) en
dc.title Perspectives on communicative competence with special reference to initiation school curriculum terms/names en
dc.type Article en


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